THE STRUCTAL AND FUNCTIONAL MODEL TO IMPLEMENT THE COMPETENCE APPROACH IN TEACHING ONCOMING MASTERS OF PHARMACY OF CHEMICAL DISCIPLINES

Article's purpose. The article summarizes the information sources, outlines and substantiates the didactic fundamentals in teaching oncoming of future Masters of Pharmacy of chemical disciplines. Methodology. According to the components of professional competence of future specialists, criteria are defined: motivational, contentfull, procedural-active, informationally-communicative, communicative, professional-reflexive. These criterias are the basis of the diagnostic and correctional component of the structural and functional model of the implementation of the competence approach in the study of chemical science. The basis of the target component determines the superstition – the formation of professional competence of specialists in the pharmaceutical sector of the health sector. The component of methodological support for the implementation of the competence approach includes methodology, principles and paradigms of modern education. The expediency of selecting methodological approaches is due to systematic, competent, activity-oriented, personally oriented, axiological approaches. Scientific novelty. With a view to modernizing higher pharmaceutical education, paradigms of modern education were identified to compare different pedagogical theories and approaches: anthropological, humanistic, societal, market oriented. The operational and practical component of the structural and functional model of the implementation of the competence approach in teaching involves the need to develop its scientific and methodological support. There were identified three stages of forming the professional competence of future Masters of Pharmacy: I – motivational-adaptive (1 year of study); ІІ – developing-productive (2-3 years of studies); III – activity-prognostic (4-5 years of study). The core of the content-procedural component is the superstition – the formation of the professional competence of future Masters of Pharmacy. Conclusions. The professional competence of future pharmacists as a complex education is represented in the model by the components: 1) motivational-value; 2) cognitive; 3) procedural-activity; 4) information and communication; 5) communicative; 6) professionally reflexive. The diagnostic and correctional component of the structural and functional model of the implementation of the competency approach in the study of chemistry of future specialists is represented by a set of criteria for the formation of professional competence, among which are singled out: motivational, meaningful, procedurally-active, informationally-communicative, communicative and professionally reflexive. The resultant-verification component of the structural and functional model is represented by the levels of formation of the components of professional competence of future Masters of Pharmacy, among which: 1) elementary; 2) basic; 3) sufficient; 4) perfect. The effectiveness of the implementation of the presented model will be determined by the positive dynamics of the formation of the professional competence of future Masters of Pharmacy